Watch & learn: Reflections on peer observation in teaching

The Educationalist. By Alexandra Mihai

Welcome to a new issue of “The Educationalist”! In one of the past issues I focused on the value of peer-to-peer learning at work. This week I want to zoom in on how we can learn by observing colleagues doing their work in the context of Higher Education teaching. Peer observation in teaching is a well-researched topic (as you can see in the selection of resources at the end of this post), and still, it is not as widespread a practice as one would expect. I’ll dive into the “why’s”, as usual, the “how’s”, suggest some tips on what to be mindful of and, more importantly, I put together a list of resources- both academic and more practical- for those of you who want to dive even deeper into the topic. I hope you find this useful and look forward to your comments and ideas. Have a nice week!

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Peer review is common practice in the research world. What’s more, it is actually formally labelled as a mark of quality in terms of academic publishing. Strangely enough (or maybe not), in the other half (?) of our academic life- teaching- peer observation and feedback is not a mainstreamed practice. If you think about it, there can be many reasons for it, individual, institutional, even cultural. Teaching is all too often perceived as an individual endeavour and we can become rather protective about our classroom space, and even our syllabi. Having someone see us “perform” can be daunting and has the potential to bring out our most hidden insecurities. Spending time watching someone else teach can often be too much of a stretch on our already busy schedule. Coordinating peer observation schemes is a resource-intensive activity that many institutions cannot afford to prioritise.

And still. Personally, I feel like when it comes to teaching, I learn the best when I observe my colleagues teach or tutor. Sitting there, in the back of the classroom, I can notice all the small nuances one can’t learn from textbooks on pedagogy: the way you connect to your students, eye contact, that certain small activity that works in getting them unstuck… This is particularly valuable when you teach in active learning environment as we do here at Maastricht University, as there is no commonly agreed, foolproof recipe of Problem-Based-Learning (PBL). It is by observing colleagues that I can build my repertoire and continuously get better at it.

Why observe?

Peer observation of teaching can be conducted as a part of professional development trajectories, both initial and continuous (CPD)- ideally both. As teaching can take many forms, it is important to start from the premise that all of them can be observed/ shadowed. It doesn’t have to be a lecture or seminar, you can also observe or be observed during a coaching session or while supervising theses. The process and focus can shift a bit according to the teaching setup but the principle stays the same.

Peer observation in teaching can fulfil two types of purposes:

• Formative/ developmental: the mutual observations play a role in learning and developing as teachers; feedback and reflection are at the centre; there is no judgement involved, not any implications for the career progression;

• Summative/ evaluative: observation is one of the tools used to measure teachers’ performance and it is also used in the formal appraisal process.

It’s quite obvious, I believe, that the purpose of the observation has a big impact on how it is perceived and on teachers’ engagement with the process. In my view, the true value of peer observation is its developmental nature. I see it as an integral part of the learning process and as such we need to be very mindful to what extent we want to add an evaluative aspect or steer clear of it.

In my experience I’ve seen institutions that have mandatory observation schemes, others that make it an optional part of staff development and yet others where such an activity would be inconceivable. So again, a word of caution, it’s important to fully understand the needs, background and principles of teaching staff before deciding on an institutional approach regarding peer observation.

Who observes?

There are two equally useful ways in which observation can be organised:

• Peer observation- mutual observation between colleagues from the same or from different disciplines;

• Observation by an educational developer.

The focus differs slightly between the two types, but they can work well in a complementary way. While peers can provide each other with more comprehensive feedback (including on the content in case they teach similar topics) and can more easily put themselves in each other’s shoes, an educational developer’s feedback will focus on the pedagogical aspects, as they provide examples and insights into how we can improve our practice.

One small note here: the observation process can also be done in trios or squares (you can read more in the Resources section); while such an arrangement will most likely be logistically more complex, it offers the benefits of bringing more perspectives to the table and thus enriching the process.

Observation steps

Here are some important steps to make the observation process engaging and useful: 

1. Before the observation. Start by having a chat with your colleague. (NB: if you were not assigned one then you have an extra step before this one- finding an observation partner). Talk about your learning goals, your challenges and provide each other with some context about the courses to be observed. Set some goals for the observation and agree on a suitable schedule.  

2. During the observation. Sit in on a class of your colleague and have them sit in in on one of yours. You can use a form (if, for instance, your institution provides you with one) or just write down some guiding questions such as: “How do students engage with the learning activities?”, “Does the teacher encourage (shy) students to participate?”, “If they are struggling with a certain aspect of the class, what would you advise them?”. Remember the goals you set before the observation and try to work towards those, as this will bring most added value to your colleague. Don’t worry if you are not a specialist in the topic. The idea is to focus on the teaching, and sometimes you can do this better the more remote you are from the subject being taught. 

3. After the observations (don’t let too much time pass). Sit down over lunch or coffee with your colleague, have a relaxed chat and share your reflections. What have you learned and what are you planning to implement in the next iteration of your course? What are three things you could recommend to your colleague? What is one professional development goal you will set for yourself after this process? 

What’s in it for you?

Whether you are observer or observed (or both), there are many benefits that peer observation can bring to your professional and personal growth. Here are some of them:

• Getting access to a new perspective on our own teaching, in terms of pedagogical methods and/or content (depending on who is observing); sometimes having someone sit in our course can make us aware of things we did not even consider; and watching colleagues teaching can be a continuous source of inspiration!

• Feedback and validation: something we need at all stages in our careers; constructive peer feedback can help us grow and becoming aware that colleagues face similar challenges can be reassuring;

• A good opportunity to work on our reflective practice: the observation process provides structured opportunities for reflection, including an accountability element;

• A chance to connect with peers beyond our own discipline; that’s something we don’t get very often, let’s be honest. And when we do it, it can be so refreshing!

• Being part of a community: last but not least, peer observation helps us see teaching a bit less as an “individual thing”. Even more, it can be the spark that leads to building new networks and learning communities.

Tips

Like with most of teaching-related things, there is not “one good way of doing things”. So here are some of the things I consider important when doing peer observation of teaching:

• If you have the choice, don’t hesitate to look for peers in other disciplines. You may initially feel out of your depth but the end result will be so enriching that you won’t regret it!

• One of the most important thing for observations to work is creating a non-threatening atmosphere, based on mutual trust and respect, as well as maintaining a collegial attitude; don’t forget constructive feedback- remember this is a learning experience!

• Set clear expectations and be transparent about the goals and the setup of the observation process. Having everyone on the same page ensures that we are all making the most of this experience.

• Explain to students what you are doing and that having a colleague sitting in the back is part of your professional development. If they see you are still learning, this can hopefully help them develop a lifelong learning mentality.

• Make it a habit! Why do this just once? See it as a continuous opportunity to learn and grow. If your institution does not have a formal observation process, do it informally: talk to colleagues, check your agendas and give it a go.

Resources

Practical guides

• Teaching Squares: Observe and Reflect On Teaching and Learning (University of Calgary);

• Peer Observation of Teaching: Maximizing Benefits for Teaching and Learning (Oregon State University);

• Guide to Peer Observation of Teaching (University of Edinburgh);

• An introduction to peer observation of teaching (University College Dublin);

• Peer Review of Teaching (Vanderbilt University);

• Peer Observation of Teaching (University of Texas at Austin);

• Peer Observation of Teaching Guidelines (Yale NUS College);

• Twelve tips for peer observation of teaching.

Academic papers

• Peer review of teaching in higher education: A systematic review of its impact on the professional development of university teachers from the teaching expertise perspective (2020), by Lily Min Zeng;

• Peer-ing in: A systematic review and framework of peer review of teaching in higher education (2023), by Laura Cutroni and Angela Paladino;

• Peer Observation of Teaching in Higher Education: Systematic Review of Observation Tools (2024), Fernando Manuel Otero Saborido et al.;

• Peer observation of teaching: A practical tool in higher education (2017), by Jeffrey Alan Fletcher;

• Exploring the role of peer observation of teaching in facilitating cross-institutional professional conversations about teaching and learning (2021), by Muireann O’Keeffe et al.;

• Peer observation of teaching as a faculty development tool (2012), by Peter B Sullivan et al.;

• Peer observation of teaching: enhancing academic engagement for new participants (2013), by Conor Carroll and Deirdre O’Loughlin;

• The benefits of peer observation of teaching for tutor development (2007), by Amani Bell & Rosina Mladenovic.

Facing chairs sculpture, Britzer Garten, Berlin (own photo)